This article discusses the use of music for the cultural aspect of language instruction, and outlines ways to present specific musical works. (Text is in French.) (CLK)

Describes the summer program at St. Agnes School, in Kentucky, which puts on musicals about social issues. Focuses on the theme of this summer's musical, which is the futility and danger of violence. Discusses the awareness that the summer program musical has brought to the children. (AJL)

Contends the history and values that lie behind Jewish music offer music educators more than the holiday songs normally utilized. Discusses a variety of ways that Jewish music can enrich students' understanding of and appreciation for music history. Lists important composers of Jewish and non-Jewish background who have produced Jewish music. (DB)

The article describes a program which introduced classical music to 18 students in a residential treatment program for adolescents with a history of substance abuse. Use as background music progressed to students requesting tape copies for personal use and group attendance at a symphony rehearsal and concert. (DB)

Attempts to provide a plausible theory of music's evolutionary development. Speculates that music may have provided survival benefits by helping establish mother/infant bonds, by aiding in the acquisition of knowledge, by providing a unique way of knowing, and by playing important roles in social organization. (LS)

Supports the use of novels in music classes to activate student interest in an unfamiliar field. Shows how "Come Sing, Jimmy Jo" (K. Paterson), "Pennington's Seventeenth Summer" (K.M. Peyton), and "Jazz Country" (N. Hentoff) can enhance music learning because characters engage in aesthetic judgment, struggle with…

Notes that musical aptitude is not developed or nurtured through mere "exposure" to music but through active participation in singing and moving to music. Provides a rationale and suggestions for teaching singing in early childhood classrooms. (HTH)

Presents study results on the cognitive-affective response to music as affected by three dimensions of preparatory set. Explores self-perception of musicality, attitude toward style concepts and valuing of music experiences, and beliefs and expectations of music listening. Concludes that perception of musicality, general attitude, style…

Outlines the innovative nature of the Sydney Symphony Orchestra's program of concerts designed especially for children ages five through eight that feature children as a participatory audience. The selection of repertoire and the types of support and resources provided for teachers are also discussed. (MDM)

Describes the benefits of a curriculum that includes musical experiences. Discusses methods teachers can use to incorporate focused listening, singing accuracy, beat competency, and music appreciation into classroom activities. Suggested records and tapes are listed. (LB)

Stresses the importance of music and other arts in the core curriculum of public schools, noting necessary features of school music programs. Examines many of the reasons why music and arts are being pushed toward the periphery of public education and discusses what parents can do to reverse the direction. (SM)

A study of four- to six-year-old children in China compared experimental and traditional teaching methods of music education. Findings supported the value of the Comprehensive Musicianship Education approach for students. (SH)

Examines the relationship between academic, musical, and demographic variables; music self-concept; and enrollment in lecture or performance classes. Finds that students' enjoyment from making music is the strongest predictor of self-concept scores: satisfying musical experiences likely enhance music self-confidence, which, in turn, encourages…

Relates the creation of a teaching method in which students create physical movements reflecting their understanding of a musical piece. Students begin by mirroring instructors' movements, then modifying them to better fit their individual understandings, and, finally, create their own movements for new pieces. Evaluates the method's pedagogical…

Compares preference response to selected musical examples across groups of listeners from three nationalities, and investigates how similarities and differences in preference responses may be reflected in listeners' written comments. Reports on overall ratings, ratings of particular musical styles, and types of comments made in written responses.…